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Culturally-relevant computing has been discussed as a way to promote K-12 Computer Science education and address ongoing challenges related to diversity, equity, and inclusion. What is not well understood about the practice of culturally-relevant computing, however, is how to bring together existing cultural frameworks and Computer Science curricula effectively. To help address this area, focus group interviews were conducted with ten (n = 10) in-service Computer Science teachers working in the multicultural context of Hawai'i. The focus group sessions were designed to reveal teachers' perceptions of the principles and processes involved in designing and implementing culturally-relevant CS lessons and resources. Results revealed a number of key themes, including important variations in the practitioners' philosophical and operational approaches to culturally-relevant computing. The paper ends with a detailed discussion of the findings and their implications for designers, practitioners, and researchers working in Computer Science education. [ABSTRACT FROM AUTHOR]

Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand (1) What design, facilitation, and assessment strategies do teachers use to teach programming online? and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science. [ABSTRACT FROM AUTHOR]

In many discussions of the ways in which abstraction is applied in computer science (CS), researchers and advocates of CS education argue that CS students should be taught to consciously and explicitly move among levels of abstraction (Armoni Journal of Computers in Mathematics and Science Teaching, 32(3), 265–284, 2013; Kramer Communications of the ACM, 50(4), 37–42, 2007; Wing Communications of the ACM, 49(3), 33–35, 2006). In this paper, we describe one way that attention to levels of abstraction could also support learning in mathematics. Specifically, we propose a framework for using abstraction in elementary mathematics based on Armoni's (2013) framework for teaching computational abstraction. We propose that such a framework could address an enduring challenge in mathematics for helping elementary students solve word problems with attention to context. In a discussion of implications, we propose that future research using the framework for instruction and teacher education could also explore ways that attention to levels of abstraction in elementary school mathematics may support later learning of mathematics and computer science. [ABSTRACT FROM AUTHOR]